Title

Classroom dynamics and middle school students

Date of Award

2001

Availability

Article

Degree Name

Doctor of Philosophy (Ph.D.)

First Committee Member

Marjorie Montague, Committee Chair

Abstract

The purpose of this follow-up study was to investigate classroom dynamics as they relate to sixth- and seventh-grade students who were previously identified in kindergarten and first grade as being at risk for the development of emotional and behavioral disorders (AR/EBD) as compared to their not-at-risk peers (NAR). Objectives of this study included examining: (a) teacher attitudes; (b) academic data in math, reading, effort and conduct; (c) teacher-student interactions; (d) academic engaged time; (e) student perceptions of teacher expectations and classroom environment; (f) student self-perceptions; and (g) rate of student absenteeism and tardiness.Using a matched-groups design, results replicated past findings that AR/EBD students experience more negative feedback from teachers and spend less time academically engaged than NAR peers (Lago-Delello, 1998; Montague & Rinaldi, in press). Quantitative assessments also revealed that AR/EBD students' academic and effort scores were significantly below the comparative sample while their rate of absenteeism was higher than the NAR students. However, hypothesized differences between AR/EBD and NAR students were not found for perceptions of teacher expectations, global self-worth, social acceptance, or classroom environment. This study complemented and extended previous research studies by presenting a fourth follow-up study of AR/EBD students' middle-school classroom experiences.

Keywords

Education, Special

Link to Full Text

http://access.library.miami.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3015545